Explore the vast range of titles available.

This study examines the effectiveness of Telegram as a supplementary mobile-assisted language learning (MALL) tool for enhancing English language skills among first-level business management students at the University of Science and Technology, Aden. A mixed-methods design was employed, integrating quantitative data from a structured questionnaire (N = 52) with qualitative insights from semi-structured interviews (n = 10). Descriptive statistics revealed substantial perceived improvement in vocabulary, writing, and speaking, reflecting Telegram's strengths in supporting multimodal interaction, peer communication, and repeated exposure to learning materials. Students also reported high levels of satisfaction with the platform's flexibility, accessibility, and interactive features. Qualitative findings further indicated that Telegram increased motivation and provided a low-pressure environment for language practice. However, challenges such as limited internet connectivity, distractions from non-academic content, and inconsistent instructional structure hindered optimal learning experiences. These constraints reflect broader infrastructural conditions within the Yemeni higher-education context. The study concludes that Telegram offers a practical, low-cost, and pedagogically valuable tool for EFL instruction, particularly in resource-constrained environments, provided that activities are intentionally designed and supported by appropriate teacher guidance. The findings contribute localized empirical evidence to MALL research and highlight implications for English instructors, curriculum designers, and policymakers in Yemen.

Sarina Chugani Molina is an American university teacher, she has worked for a long time in Asia and Africa as a teacher of English language and she gets a great experience in the educational field. So she wrote her educational achievements in books, articles, conferences reports, and different publications proposing pertinent methods to make learning operation successful for both components of education process: the teacher and the student. A good number of these publications have been collected in order to demonstrate the new and great pedagogy applied in teaching English language inside and outside her country which let us understand an important thing, it's the investment overseas which becomes as a domination or another face of power.

The research investigated the effectiveness of using a Semantic Web-based program in developing pre-service English Language teachers' teaching competencies. The research's instruments included a teaching competencies checklist and a competencies test and the Semantic Webbased program. Thirty-four major students at Hurghada Faculty of Education participated in the research as pre-service English language teachers. The participants studied the Semantic Web-Based program during the second semester of the academic year 2022/2023 at Hurghada Faculty of Education. They were post-tested to identify the effectiveness of the proposed program. The findings showed statistically significant differences between participants' mean scores in the pre-post testing favoring the posttesting in lesson planning, implementation and assessment. The results indicated that the Semantic Web was effective for pre-service English Language teachers because it provided interactive, diverse resources that enhanced engagement and facilitated personalized learning experiences. This approach significantly improved their competencies in lesson planning, implementation, and assessment by integrating theory with practical application. Recommendations suggested that customizing programs for varied educational contexts and investing in technological infrastructure were advised to enhance the effectiveness of Semantic Web tools in teaching.

This study examines the role of social media platforms, such as Instagram and WhatsApp, in shaping English language use among English Language Learners (ELLs) in Kuwait. Ninety-two undergraduate students from the Public Authority for Applied Education and Training participated, providing survey data on social media usage patterns and real language samples, analysed through descriptive statistics and thematic methods. Semistructured interviews with educators and students offered deeper insights into the perceived impact of these platforms on language development. Findings reveal frequent use of new vocabulary, abbreviations, and emojis, reflecting social media's direct influence on informal communication styles and lexical innovation. The study highlights the multifaceted dimensions of this impact from linguistic and social perspectives, portraying social media as a dynamic platform for linguistic socialisation in line with theories that view language as an adaptive system responding to societal changes. However, despite the noticeable benefits of social media in fostering regular English practice, the widespread prevalence of informal linguistic patterns raises significant concerns regarding its potential impact on formal language skills and grammatical accuracy. In light of these findings, the study highlights the gap between informal and academic communication standards, emphasising the importance of integrating social media into directed educational contexts. Such integration aims to achieve an effective balance between informal linguistic innovations and observing formal language norms. Additionally, the study recommends adopting a more conscious pedagogical approach to enable students to maximize the benefits of social media while safeguarding the quality of their academic performance.

CPDs are considered by education researchers as the activities that encompass all natural learning experiences and those conscious and planned activities, which are intended to be of direct or indirect benefit to the individual, group or school. Yet, despite the benefits that CPDs offer to teachers, most of them are devoted to teachers of undergraduate levels. The current research paper attempts to explore the attitudes and opinions of English as foreign language (EFL) teachers at a higher level, specifically in the context of EFL higher education. It is intended to probe the different angles that are related to CPDs such as the teachers experience with the CPDs and their impacts on their knowledge, skills and practices, their needs analysis, their ways of evaluating CPD outcomes, and the hindrances that inhibit their participation in the CPD programs. To this end, research was conducted within the English Department at the Teachers' Higher College of Laghouat in Algeria with a sample of twenty four (24) full-time teachers. The obtained data were analyzed quantitatively and qualitatively through an exploratory descriptive design. By the end of the study, instructors reported positive effects of CPDs at different levels. However, the need to undergo more CPD programs was highly felt by the teachers to enhance their performance and knowledge in the areas of classroom management, introducing ICTs, and teaching in a multicultural setting.

This article endeavors to investigate the perceptions of EFL teachers toward adopting live videos in online education during the pandemic COVID-19 crisis. This study was carried out at the level of the department of English at Skikda University, Algeria. A descriptive method was opted by use of an interview as a data collection tool carried out with twenty (20) teachers of English at Skikda University, Algeria. Data were analyzed qualitatively using thematic analysis. The findings showed positive perceptions toward implementing live videos in online education during the pandemic crisis as they suggested a number of recommendations and pedagogical actions for an effective embodiment in the EFL context.

The present research paper attempts at investigating online assessment at the department of English, Batna2 university during Covid-19. Focus was on teachers' perceptions of online assessment and the challenges that make its implementation a hard task. To this end, the descriptive approach was adopted, and a questionnaire has been addressed to the teachers of English at the department of English, Batna2 University. The obtained results have shown some optimistic views hold by some teachers toward online assessment and many negative attitudes shown by many others. These are mainly attributed to the difficulties of effectively implementing online assessment. Thus, it is concluded that unless the basic requirements of online assessment are met, continuing with it would be difficult.

This study investigates the factors influencing the motivation of English language teachers at universities, aiming to understand how academic, social, and psychological contexts shape their commitment and enthusiasm for their profession. The researcher argues that motivation is not merely an individual internal state but rather the result of complex interactions between personal and external factors, including job satisfaction, working conditions, institutional support, material and non-material incentives, as well as teachers' relationships with students and colleagues. Using a descriptive-analytical methodology supported by questionnaires and field interviews, the study reveals that variables such as job security, clarity of responsibilities, availability of professional training opportunities, and recognition of teachers' efforts by university administrations play a decisive role in enhancing motivation, while administrative pressures, inadequate educational infrastructure, and low salaries significantly undermine it. The study also stresses that intrinsic factors such as personal ambition, self-esteem, belief in the mission of education, and the desire to achieve academic contributions that positively impact society are equally influential. Moreover, the teacher-student interaction emerges as one of the most powerful sources of motivation, as teachers often derive renewed enthusiasm from students' responsiveness and engagement in the learning process. The conclusion asserts that improving English language teachers' motivation requires a holistic vision that integrates institutional reforms and policy development with psychological and professional support for teachers, thereby creating a sustainable balance between academic demands and individual needs. Abstract Written by Dar AlMandumh, 2025, Using AI

The purpose of this study is to evaluate teachers' perception of Grade Nine English textbook (Action Pack 9, 2013) in Jordan. A self-completion 57-item questionnaire has been developed to evaluate five major components - all of which are textbook objectives, textbook content, activities, evaluation, and textbook layout and design. The sample of the study consists of 89 teachers (34 males and 55 females). The results reveal that the rating of teachers' perception of the appropriateness of the ninth-grade textbook is high. In particular, the components of textbook objectives, textbook layout and design, and evaluation are rated with a high level of appropriateness; whereas the components of activities and textbook content are rated with a medium level of appropriateness. Furthermore, the results show that there is significant difference attributed to the variable of gender in favor of males. Nevertheless, there is no significant difference attributed to the variable of experience. In addition, the results reveal that the interaction of variables is self-evident.